Jean Ann, Anneke McEvoy , Long Peng & Pat Russo

1. Clinically Rich Teacher Preparation Jean Ann, AnnekeMcEvoy, Long Peng & Pat Russo School of EducationState University of New York at Oswego

2. Impetus toward Clinically Rich Teacher Preparation

3. Clinically Rich Teacher Preparation Professional Development for Mentor Teachers, Teacher Candidates, Supervisors & Faculty • Mentoring / co-teaching • APPR / edTPA • Common Core Standards • Effective teaching strategies • Data-based decision making • Collaborative problem solving Linking Theory & Practice • Coursework occurs concurrently with field placement • Methods classes informed by school experiences (pedagogy and content pedagogy) • Field experience supported by coursework • Methods-related classes (special education, English language learners, diversity, literacy) Immersion – Field Experience • Concentrated, continuous time in the school • Co-teaching models in which preparation, delivery, and assessment are shared • Extensive supervision by mentors, supervisors, professors • Gradual transition to independent teaching

4. 4 Immersion Key Differences between Clinically Rich & Traditional Teacher Preparation Programs

5. Linking Educational Theory & Practice Key Differences between Clinically Rich & Traditional Teacher Preparation Programs

6. Professional Development Key Differences between Clinically Rich & Traditional Teacher Preparation Programs

7. Clinically Rich Models Undergraduate and Graduate

8. TESOL Education Bachelor of Science • Two full-time, full semester immersion experiences • Education courses run concurrently with immersion experiences • Concurrent monthly professional development & school visits • Each candidate spends a full semester each in an elementary classroom & a full semester in a secondary classroom in the Syracuse City School District

9. Childhood EducationMaster of Science • Candidates transition from part-time to full-time in schools during semester • Candidates have a primary (1-3) experience one semester and an intermediate (4-6) another semester • Partnered with Syracuse City School District Elementary Schools • Courses taught on-site where possible • Faculty receive assigned time for ongoing school visits

10. Math, Science or TESOL with SWD (7-12)MAT leading to dual certification • Full-time, full semester immersion (7 weeks observing, 7 weeks student teaching) • Live, synchronous online,& asynchronous online coursework runs concurrent with field placements • Professional development around mentoring &co-teaching with regular school visits • Partnered with schools across New York State

11. Benefits of Clinically Rich Teacher Preparation For P-12 Students, Teacher Candidates, Mentor Teachers & Education Professors

12. Benefits for P-12 Students Clinically Rich Teacher Preparation provides • Higher quality instruction than what traditional teacher preparation can provide • More individualized instruction and support from two trained adults (mentor teacher and candidate) • More exposure to latest research-based methods and techniques • Increased opportunities to learn about college and career ready skills from teacher candidates • Opportunity to observe and participate in instructional collaboration and co-teaching in action

13. Benefits for Teacher Candidates Clinically Rich Teacher Preparation provides • Focused attention on pedagogical practices, curriculum planning, and other educational issues • Ongoing support within cohort group, from methods professor, and student teaching supervisor • Opportunities to learn about co-teaching and mentoring relationship • Increased opportunity to learn about school policies, activities, routines, culture • Increased opportunity to learn about and develop relationships with students • Authentic, long-term opportunity to work with instructional and classroom management strategies • Opportunity to be socialized to think like a teacher • Extra time allows for more experimentation and supported trial and error

14. Benefits for Mentor Teachers Clinically Rich Teacher Preparation provides • More time to consider and reflect on their own teaching practice through co-planning and co-teaching • Opportunities to • Articulate their own thinking about teacher preparation • Participate in professional development • Learn about and practice co-teaching, team-teaching, and/or collaborative teaching • New strategies of teaching and assessing learning • Support for using new technology • The help of a mature, engaged candidate for an extended period of time • More time to address the needs of individual students, to respond to a crisis, and to prepare materials • Help in collecting information on student learning, thinking through a problem, finding new resources

15. Benefits for College Faculty Clinically Rich Teacher Preparation provides • Opportunities to observe and understand the candidate experience in the school • Opportunities to learn more about teachers’ demands as related to content pedagogy, beyond content, and as dictated by school, district and state policies • Stay current on real world teaching practice • Link pedagogical theories and strategies to authentic settings

16. Paradigm Shift: This is not your grandmother’s student teaching. • New teaching conditions require new ways of thinking about what it means to: • be a host teacher • be a student teacher • operate as a co-teacher • participate in a mentoring relationship • collect data for instructional decision making • be a student teaching supervisor • structure methods coursework • focus on P-12 student learning

17. Jean Ann: Professor Coordinator of TESOL Program Curriculum & Instruction Department SUNY Oswego, Oswego, NY 13126 (315) 312-2635 / jean.ann@oswego.edu Anneke McEvoy Project Manager, O-RITE MAT Program PD Coordinator, Bridges TESOL Education Program School of Education SUNY Oswego, Oswego, NY 13126 (315) 312-3399 / anneke.mcevoy@oswego.edu Bruce Long Peng: Professor Director of Linguistics Program Curriculum & Instruction Department SUNY Oswego, Oswego, NY 13126, (315) 312-2663 / long.peng@oswego.edu Pat Russo: Professor Coordinator of MST Graduate Program Curriculum & Instruction Department SUNY Oswego, Oswego, NY 13126 (315) 312-2632 / pat.russo@oswego.edu Contact Information

18. Clinically Rich Teacher Preparation - References Bacharach, N., Heck, T. W., Dahlberg, K. (2010, Spring). Changing the face of student teaching through coteaching. Action in Teacher Education 32(1) 3-14. Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (2010, November). Transforming teacher education through clinical practice: a national strategy to prepare effective teachers. Dove, M. & Honigsfeld, A. (2010, March). ESL coteaching and collaboration: opportunities to develop teacher leadership and enhance student learning. TESOL Journal13-22. Council for the Accreditation of Education Preparation (CAEP). Clinical Practice and Partnerships – Standard 2. Cook, L. & Friend, M. (1995, November). Co-teaching: guidelines for creating effective practices. Focus on Exceptional Children. 28(3) 1-16. Heck, T. W., Bacharach, N., Dahlberg, K. (2008) Co-teaching: enhancing the student teaching experience. Paper presented at the Eighth Annual IBER & TLC Conference Proceedings, Las Vegas, NV. Hogan, T., Rabinowitz, M., & Craven III, J. A. (2003). Representation in teaching: inferences from research of expert and novice teachers. Educational Psychologist 38(4). 235-247.

19. Clinically Rich Teacher Preparation - References Howey, K. R. (2011, November). A Framework for setting priorities and building partnership prototypes. NCATE State Alliances for Clinical Teacher Preparation. Howey, K. R. & Zimpher, N. L. (2010, April). Educational partnerships to advance clinically rich teacher preparation. Paper commissioned by the National Council for the Accreditation of Teacher Education for the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Levine, M. (2010, November). Developing principles for clinically based teacher education. Commissioned by the National Council for the Accreditation of Teacher Education for the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Lipton, L. & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Second Edition. Mira Via, Sherman CT. National Council for Accreditation of Teachers Education (NCATE) (2008). 10 Design Principles for Clinically Based Preparation. Washington, DC. www.ncate.org. Picus, L. O., Monk, D. H., Knight, D. (2012, August). Measuring the effectiveness of rich clinical practice in teacher preparation: part one, understanding the problem. http://caepnet.files.wordpress.com/2012/12/picusmonk.pdf. The State Education Department (nd) New York State mentoring standards: an overview. The University of the State of New York. Albany, NY.